Motivation for learning
Motivation for learning
复制标题
学习动机
DOI：
10.1111/j.1365-2923.1982.tb01244.x
复制
发表时间：
1982
影响因子：
6
通讯作者：
J. Cummins
中科院分区：
文献类型：
--
作者：
J. Cummins
将于今年9月20-23日在剑桥举行的欧洲医学教育协会会议的主题是“学习动机”。与会者普遍认为这一专题是重要的、及时的和相关的。首先，医学教师可能将动机视为医学生的一种属性，要么达到了令人满意的程度，要么不够。它被视为与知识无关，当然不是一种技能，而是学生能力中令人困惑和难以捉摸的一部分：态度。在最普遍的意义上，动机表明了个体的一种状态，在这种状态下，活动被唤起，而这种活动是有选择性的。动机理论涉及驱动力和激励。动机心理学的一个中心话题与刺激获得奖励价值的条件有关。出于教育目的，动机包括学生（任何年龄）对知识和个人发展的努力。事实证明，衡量动机水平的测试很难设计出来。几十年来，人们都知道，学习者的目标受到他认为自己能达到的目标的限制：失败会让学习者望而却步。学习的另一个敌人是填鸭式灌输，它扼杀了个人的探究。尽管有这样的知识，高等教育中的教师继续采取教学的姿态（可能会变得更加普遍，因为大学资金的减少了研讨会的教学，而有利于大型团体活动，如讲座），他们允许不可信的考试形式成为这种教学的一部分。当前的需要，在减少当代情况下更大，是仔细探索教师应该如何最好地接近学生，以增加他们的好奇心和创造性学习的动力，以及如何在医学院带来那种促进和促进学习的教育氛围。只有天真的老师还认为，学生在学习上所付出的努力和精力是他个人能力和兴趣的表现。详细的人类学调查，当调查人员实际上与学生一起上课，参与他们的活动并与他们生活在一起时，可以证明教学人员制定规则的程度。教学人员要对那些导致学生做出老师们后来谴责的行为的规定负责。有人声称，教育的进步要求彻底改变依赖分数的考试制度，并要求建立一个为学生提供教育选择的制度（贝克尔，格尔和休斯，1968年）。当提供给学生的主要外在动机是在考试中取得好成绩，而由任务本身的性质引起的内在动机被忽视时，支持学生缺乏动机的神话是错误的。如果内在动机的一种重要形式是通过学术成就来维持自尊（Entwhistle & Wilson，1977），那么教师就有责任认真关注在医学院里，什么是代表成就的东西。学生的积极性水平已被证明发生了巨大变化。在实证调查中，他们自己将这种下降归因于教学质量差。另一方面，教师们指出，许多成绩不佳的学生缺乏目标，这令人沮丧。有必要认真考虑学生和教师的属性和活动，损害或减少动机，并确定有效的学习方法和创新的教学（米勒，1980）。如果学生看起来没有动力，首先要调查他们的需求，兴趣，
The theme decided upon for the Conference of the Association for Medical Education in Europe, to be held at Cambridge this year on 20-23 September, is ‘Motivation for learning’. The topic was widely endorsed as important, timely and relevant. In the first place, possibly, medical teachers regard motivation as an attribute of medical students, possessed either to a satisfactory extent or insufficiently. It is viewed as unrelated to knowledge, certainly not a skill, but as a part of that perplexing and elusive aspect of student ability: attitudes. In the most general sense, motivation indicates a state of the individual in which activity is aroused, and this activity is selective. The theory of motivation deals with drives and incentives. A central topic in the psychology of motivation has to do with the conditions under which stimuli acquire the value of rewards. For educational purposes, motivation consists of the striving by a student (of any age) toward knowledge and personal development. Tests to measure the level of motivation have proved difficult to devise. It has been known for decades that a learner’s goals are restricted by what he thinks he can achieve: failure puts the learner off. Another enemy of learning is spoon-feeding, which stifles personal enquiry. Despite this knowledge, teachers in higher education continue to adopt the posture of instruction (likely to become still more prevalent as reduced funding for universities diminishes seminar teaching and favours large-group activity such as lectures), and they allow discredited forms of examination to be part of this instruction. The current need, the greater in reduced contemporary circumstances, is to explore carefully how teachers ought best to approach students to augment their curiosity and their drive to creative study, and how to bring about the sort of educational climate in the medical school that fosters and facilitates learning. Only naive teachers still think that the industry and energy that a student brings to his studies are an expression of his personal abilities and interests. Detailed anthropological investigation, when investigators actually attend classes with students, participate in their activities and live with them, demonstrates the extent to which the teaching staff makes the rules. The teaching staff is responsible for the stipulations that cause students to act in ways that teachers later deplore. Claims have been made that educational progress calls for drastic change in the examination system with its reliance on grades, and for a system which provides students with educational choices (Becker, Geer & Hughes, 1968). It is fallacious to endorse the myth that students lack motivation, when the chief extrinsic motivation offered to them is doing well in an examination and the intrinsic motivations, aroused by the nature of the task itself, are neglected. If an important form of intrinsic motivation is the maintenance of self-respect through academic achievement (Entwhistle & Wilson, 1977), it is a responsibility of teachers to pay scrupulous attention to what it is, in the medical school, that is taken to represent achievement. Levels of motivation of students have been shown to change drastically. They themselves, in empirical investigation, attribute the decline to poor teaching. Teachers, on the other hand, point to a dismaying lack of purpose in many under-achieving students. There is great need for serious consideration of the attributes and activities of both students and teachers which impair or reduce motivation, and for identification of effective learning approaches and innovatory teaching (Miller, 1980). If students appear unmotivated, a first requirement is to investigate their needs, interests